PROCEDI'RES

ALI,OCATING

C. PROCEDI'RES

As

an

effort to

overcome the potential threat

to

the internal

validity

the data gathering procedures are clearly described. Multiple procedures were used in this study to obtain data on actual involvement of teacher and students in turn taking.

l. Entry

Negotiation

Following Cfasco ^{(1988), entry} negotiation with the teachers, students and three colleagues was conducted

from

17 to 23 February 1993 to explain the research and to establish trust relationships. The role of each person involved in this study

was also made

clear. At

^{the same time the} negotiation was done

with

the video-operator to discuss the operation of the equipment and expected shots to be taken.

2. Try-out

A

try-out was administered

in

each teacher's class on

24

and 25 February 1993

in

order to allow both the teacher and students to ^get used to the data collection environment particularly

to the

audio-visual equipment.

It ^was

^also

for

^the

observers to adapt to ^{the use} of cheklists and observational notes, for the

evaluators

to

adapt

to

the transcriptional

work

and

for

the judges

to do

the coding and to test the modified categories.

Despite success

in

overcoming

the effect of

equipment operation

on

^the

classroom interaction, some problems emerged because

of

the limited activities, students' tiredness and the disturbances

from

outside

the

classroom. Students seemed less motivated participating

in

the activity due

to their

tiredness from fasting the whole day (Islam fasting month from 23 February to 24 March 1993) and this being an afternoon class. As

it

was

in

the second week

of

the semester,

the activities were

only

focused on practicing dialogues

in

^pairs. Besides, _the

poor

recording

that was

caused

by

some intrusive noise

from

outside the classroom resulted

in

many untranscrible utterances.

In

order

to

overcome the problems above the data was collected

in

^the sixth week

of

^the semester

in a

well-set

up

classroom where more conversational activities were promoted and students were morc motivated to take part.

3. Observation and Audio-video Taping

The data

collection

took place in actual (regular)

classrooms

that

were constituted

for

teaching and learning purposes. Since a longitudinal study shows

the

regularities

in

students' involvement

in

classroom interaction (Allwright 1988), the data collection is conducted once

in

each teacher's class

for

one

full

session (100 minutes), containing class and group conversational activities. Both

II,),.K, _UP

f

P EQ Pi J :J IAK AAi{

35

I. :> PADANG

classes were discussing

the

same

topic (giving

advice)

and

using

the

same resource: _Person to Person

II

(Richards and Bycina, 1985).

As the

study focuses

on a

particular behaviour

(turn

-taking)

in

classroom

interaction,

an

observation was carried

out

particularly

to

capture nonverbal observed behaviours

which

are relevant

to confirm the

data collected from recordings. Notes and

a

number

of

checkliss

with

numerical scales

of

^turn

taking categories were compiled

for

this purpose. During the observation the investigator made the notes and a colleague helped

with

the checklists

to

tally every time a different category

of

tum- talking was used by a participant. They

both

sat

at

the

back of

the class

to

minimize

their

effect

on the

research environment.

Video and audiotaping were simultaneously conducted during the

observation sessions to capture actual instances of classroom interaction. In order

to

lessen the intrusive impact

of

the equipment they were set

up

before the students arrived.

Due to

the limitation

of

the study,

only

the recordings and observation

of

class and group conversational activities were considered

in

data

collection. Other activities occuring during the classroom interaction, such ^as note-taking and pair work were not considered as data.

4. Transcribing and Coding

The data from video and audio recordings and from observation were confirmed and transcribed

by

using Van

Lier's

(1988) and Allwright's (1988) transcription

conventions. Muttiple coding (Chaudron, 1988) was used when required rui some utterances constitute more than one type

of

turns. The two judges

did

the the coding

to

ensure

a

similar result

on

the basis

of

the modified categories. The data then were tabulated by using simple numeration for the analysis.

5. Data Analysis

Quantitative

and

qualitative analyses

were used for data analysis.

The turn-taking distribution was described

from

the tabulation

of

the transcript. In order

to

indentify utteranc€s featuring the participant's initiative the transcripts were then examined

by

using the criteria proposed

by

Van

Lier

(see page 25) and tabulated. Only active tums were considered

in

the data quantification for further analysis to answer the research questions.

To

summarize, chapter

III

^presents

the

research methods and procedures in carrying out the study

of

turn-taking practised by both NNS and NS teachers and

24

students

in

Speaking

II

classrooms.

The

data consists

of the

recording transcriptions

of

class and group conversations and supported

by

obsewational notes

in

two

firll

period sessions, gathering through multiple procedures: entry negotiation, try-out, observation and video-audio recordings, data transcription and coding. The analysis was done

by

using both quantiative method,

on

the amount and types

of

tum-taking practis€d, and qualitative method, on the ways of the teachers facilitating students' participation.

37

CIIAPTER

IV

DATA PRESHYTATION AND DISCUSSION

This chapter includes the description and discussion

of

data obtained

from

the video and recordings, confirmed with observational notes, in both NNS/NNS and

NS/NNS speaking classes on the amount and the types

of

turn-taking practiced

and the

participant's degree

of

involvement.

The data

^consists

of

the

transcription

of audio

and video recordings, supplemented

by

observational notes,

of

both class and group conversations and is included

in

appendices. This also covers the turn type coding and stars indicating the degree

of

participant involvement.

As

there were

two

main activities

in

^{each class,}

^the

^{data is}

presented in two different sections .

The data

of

the group conversation was derived from the recordings

of

^group

conversation. The group was randomly chosen from among the

five

groups of

students

in

each class. Although the other groups had

five

members, this ^group consisted of four students since the total number of the students was twenty four.

In

order to be consistent

in

the data analysis the same group was used

for

data collection in both classes.

--In

the discussion both ^classes are compared

in

order

to

investigate differences and similarities in the teachers' ways of facilitating students participation in the speaking activities.

The

discussion

also

includes possible solutions

of

the problems that emerged during the turn-taking practice in both classes.